What is Action Research? Unit 1

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What is Action Research?Unit 1
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Action research is

• A. Practitioner driven
• B. Done to improve ones own practices
• C. Personal
• D. Part of your daily work
• E. Professional growth
• F. Dynamic

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BRIEF History of AR

• 1950 by Steven Corey
• 1970s and 1980s English and Australians educators
  
• 1990s Educators in this country
• Presently flourishing with many variations

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Why do Action Research?

• Explore and improve ones own educational
  practices
• NOT to contribute to the general knowledge base
  in education. .
• Not done for judgment of others.
• Passion
• See how students are different because of what
  you do.
• Accountability
• Be a better counselor

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Six basic steps in the action research process.

• 1. Action Research Step - The Question
• 2. Action Research Step - The Plan
• 3. Action Research Step - Collecting Data
• 4. Action Research Step Findings
• 5. Action Research Step - Analyzing the Data
• 6. Action Research Step - Taking Action

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I. The Question

• The driving force of the action research process.
  
• Determines the design of the project.
• The following are characteristics of the
  question
• The question identifies the area of inquiry or
  study.
• The question focuses on the action strategy or
  counseling practice that the action researcher is
  studying.
• The question describes who is being studied.
• The question also describes the anticipated
  changes or outcomes that implementing the action
  strategy may have on the people/person being
  studied by the educator.
• The inquiry question is not formed so that you
  receive a positive or negative answer. For
  example, does .....? Will X ..........?
• The question is designed to provide you with rich
  and meaningful "descriptions". For example, what
  is the influence of X on .......?

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Question Examples

• Example A--The QuestionHow will using daily
  journal writing effect my third grade self-
  esteem groups attitudes about themselves?
  Example B---The QuestionWhat is the influence
  of peer mediators on office referrals during
  third grade recess?
• Example C-
• Your turn..

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II. The Plan

• CharacteristicsThe plan is a direct result of
  and follows the direction of the question. The
  action research plan focuses on the gathering of
  information or data needed to answer the
  question. The following items characterize the
  action research plan
• The plan, data source
• Triangulation
• Timeline
• Ethical precautions

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The Plan Example A

• Example A--The Action Research PlanQuestion How
  will using daily journal writing affect the
  students attitudes about themselves in my third
  grade self- esteem group?
• Data sources students, counselor, and the
  teacher.Methods
• 1) A student survey- used before and after the
  implementation of the intervention.
• Used to explore the students attitudes about
  journaling.
• 2) Teacher interview investigate the change in
  perceived student attitudes and behavior
  regarding themselves
• 3) Personal reflection from counselor- any
  apparent self-esteem change seen in the students
• 4) Student journals any apparent self-esteem
  change seen in the students journal entries
• Timeline
• 8 week group starting 10/10/06
• Journaling everyday for two months
• Interviews pre and post group
• Personal reflection taken post group
• Precaution
• As district policy requires, permission from
  parents and student will be required for students
  to start the group. Permission from students
  will be gained proior to reading the journals.
  Teacher will be notified of action research
  project and their requested participation.

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-The Plan Example B-

• Question What is the influence of peer
  mediators on office referrals during third grade
  recess?
• Data sources Office referral tally sheet
  mediator reports Vice Principals report on
  dealing with referrals.Methods1) Office
  referral tally sheet--use this as a before and
  after the intervention to see a numerical change
  in number of referrals sent to the office during
  this recess period.
• 2) Mediator Reportsread the reports to see how
  many interventions are had daily and the content
  of the related interventions.
• 3) Interview the VP every 3 months to attain a
  qualitative report on any change in referrals.
• Timeline
• Assess each month for the remainder
  (10/2006-6/2006) of the school year to see
  longitudinal effect.
• Precautions
• Alert VP of my desire to interview him and gain
  his permission prior to the interview.

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III. Collecting Data

• Characteristics
• Gather information
• Monitor your data.
• Revise as needed.

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Collecting Data- Example A

• Example A
• Question How will using daily journal writing
  affect the students attitudes about themselves
  in my third grade self- esteem group?
• Collecting and monitoring data
• Review journals mid way through the group to see
  if the students entries contain any self-
  reflection. Look for themes and patterns in the
  writing

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Collecting Data- Example B

• Example B
• Question What is the degree of implementation of
  our new school wide discipline policy for each
  teacher and how effective does each teacher feel
  the policy is?
• Collecting and monitoring data
• Survey teachers on their implementation and
  beliefs of effectiveness.
• Look for themes and patterns in the answers. If
  implementation rates are very low, the researcher
  may want to change the research question to
  find-out why the implementation is low.

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IV. Findings

• CharacteristicsOrganizing the data or
  information is very important. There are several
  ways to organize the data into findings
• Counts instances, events and artifacts
• Descriptive statistics.
• Inferential statistics (not often in AR)
• In the case of numbers, the findings can be
  presented in tables or charts.
• Themes or common ideas.
• Report the findings.

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Findings -Organizing Data Example A

• Example A---Theme 1 Essence of student
  journaling was more positive.
• Theme 2 Students journal entries included
  description of positive social interaction for
  the student.
• Students average score on the list of Things
  Im Good At raised from 1.5 to 4 on a scale of
  1-6.

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Findings -Organizing Data Example B

• Beliefs about Effectiveness

Very effective for my needs 5
Somewhat effective for my needs 3
Not effective for my needs 25
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V. The Analysis

• Data that provides contrary information to your
  question - VERY acceptable.
• Hiding such data- VERY unethical.
• Not be limited to "yes" or "no" answers
• Question" the findings and
• Question your data sources
• Focus on the relationship of the results to the
  review of the literature.
• Implications for changes in practice or further
  action as a result of the findings.

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Analysis Example A B

• Example A--The AnalysisThe findings indicated
  that initial student resistance to journaling was
  non-existent. Their initial writings were focused
  on negative aspects of their day or life, however
  with time the entries included more neutral or
  positive writing. The student questionnaires
  indicated that each student left the group
  feeling that she was good at more things.
• Example B--The AnalysisThe data we collected
  from the office referral tally sheet showed a
  decrease in referrals since the implementation of
  peer mediators. The mediators reports indicated
  they were meeting with numerous students and most
  of the interventions ended with a solution.
  Finally, the report from the VP indicated there
  were less referrals to address.

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VI. Taking Action

• Once an educator's understanding is deepened
  through the action research process, the
  individual then can make informed decisions about
  further "action strategies" to implement. The
  action research steps are repeated with a new
  "action strategy", question, and inquiry plan.

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Taking Action- Ex. A B

• Example AThe activities in this group did
  increase the self esteem of these girls. With a
  higher level of general self- concept these
  students are ready to be challenged with the
  requirements of the social and academic life of
  their classroom. Journaling was an effective
  tool to measure this change and could be used to
  monitor these students through the year in order
  to be proactive in guiding them.
• Example BWill students continue to need these
  mediators or will the number of mediator
  interaction reports decrease with time?
  Furthermore, are the students learning new skills
  or is it an issue of attention? Are these skills
  transferable?